- •1. Describe the important developments relating to the Bologna Process, including legislative reforms, since Bergen.
- •1. Adoption of a system of easily readable and comparable degrees
- •2. System based on two main cycles
- •3. Establishment of a system of credits
- •4. Promotion of mobility
- •5. Promotion of European cooperation in quality assurance
- •6. Promotion of European dimensions in higher education
- •1. Describe the important developments relating to the Bologna Process,
- •Including legislative reforms, since Bergen.
- •1. Describe the important developments relating to the Bologna Process,
- •Including legislative reforms, since Bergen.
- •1. Main achievements since Bergen
- •1. Describe the important developments relating to the Bologna Process, including legislative reforms, since Bergen.
- •1. Progress made since the Ministers’ Meeting in Bergen
- •1. Describe the important developments relating to the Bologna process, including legislative reforms, since Bergen.
- •1. Describe the important developments relating to the Bologna Process,
- •Including legislative reforms, since Bergen.
- •1. Describe the important developments relating to the Bologna Process,
- •Including legislative reforms, since Bergen.
- •1. Describe the important developments relating to the Bologna Process,
- •Including legislative reforms, since Bergen.
- •1. Describe the important developments relating to the Bologna Process, including legislative reforms, since Bergen.
- •1. Describe the important developments relating to the Bologna Process,
- •Including legislative reforms, since Bergen.
- •1. Describe the important developments relating to the Bologna Process,
- •Including legislative reforms, since Bergen.
- •1. Describe the important developments relating to the Bologna Process, including legislative reforms, since Bergen.
- •1. Describe the important developments relating to the Bologna Process, including legislative reforms, since Bergen.
- •1. Describe the important developments relating to the Bologna Process,
- •Including legislative reforms, since Bergen.
- •1. Give a brief description of important Bologna Process developments concerning the Bologna process, including legislative reforms
- •2. Give a short description of the after-Bergen amendments in structure of public authorities responsible for higher education, main agencies/bodies in higher education and their competencies.
- •3. Describe any changes that have occurred at the institutional level since the Bergen conference.
- •4. Give a brief description of the structure which follows up the implementation of the Bologna Process in your country.
- •5. Give a brief description of measures to involve students and trade union staff in the management of heIs.
- •6. Give a brief description of providing cooperation between representatives of business and social stakeholders as a part of the Bologna process.
- •7. Give a brief description of achievements reached in the introduction of the first and second cycles of learning.
- •8. Give a brief description of achievements reached in the implementation of postgraduate study
- •9. Give a brief description of measures taken to ensure accessibility between the first and second cycles, and the second and third cycles.
- •10. Briefly describe the current stage tuning the national framework of qualifications to make it closer to the framework of qualifications in the European Higher Education Area.
- •11. What steps are being taken to increase the employment opportunities of graduates with bachelor’s qualifications?
- •12. The degree of compliance of the national quality assurance system with the Standards and Guidelines for quality assurance in the European Higher Education Area?
- •In the last two years, the following measures have been implemented to ensure compliance:
- •13. Give a brief description of the quality assurance system applied in your country.
- •14. Give a brief description of the student participation in the national quality assurance system.
- •15. Give a brief description of the level of international participation in the national quality assurance system.
- •16. Describe the current stage of implementation of the Diploma Supplements in your country.
- •17. Describe the stage of implementation of the main principles of the Agreement and later supplementary documents.
- •18. Describe the credit (units) and accumulation systems current in your country.
- •19. Has a national plan been developed in your country to enhance the quality of the foreign qualifications recognition process? If so, give a brief description of this plan and append a copy.
- •20. Describe any procedures for recognition of prior learning, including formal and informal learning paths.
- •21. What legislative and other measures have been taken by your country to encourage higher education institutions to develop flexible and lifelong learning paths?
- •22. Describe the legislative status of double diplomas in your country.
- •25. Describe any measures which promote equality of access to higher education in your country
- •26. Describe any measures to help students facing social or economic difficulties to complete their studies.
- •27. Describe any measures taken in your country to improve student mobility
- •28. Are mobility loans and grants genuinely available in your country? If not, describe any measures that have been taken to increase mobility grants and loans.
- •29. Describe any measures taken to remove obstacles to student mobility and encourage full use of mobility programmes.
- •30. Describe any special measures taken in your country to improve faculty mobility.
- •31. Describe any measures taken to remove obstacles to faculty mobility and encourage full use of mobility programmes.
- •32. Describe any activities taken by your country to promote the attractiveness of the ehea.
- •33. Give indications of the main challenges ahead for your country.
1. Describe the important developments relating to the Bologna Process, including legislative reforms, since Bergen.
The Lissabon recognition convention is implemented at universities according to
their own commitments. The grounds are in the process of being taken up in
legislation as part of a proposal for an entire new legislation for higher education
(WHOO). This has been sent to Parliament 6th June 2006. It will be dealt with by the new Parliament after November 22 2006.
НОРВЕГИЯ
1. Describe the important developments relating to the Bologna Process, including
legislative reforms, since Bergen.
On 1 April 2005, the Storting (the Norwegian parliament) passed a new Act relating to Universities and University Colleges (the Higher Education Act1).
The Act outlines a common framework for both state and private higher education
institutions regarding:
· their authority to establish and close down study programmes,
· quality assurance of institutions and programmes,
· the rights and obligations of the students,
· the continuance of today’s organisation of the state institutions with a large degree of
organisational and financial autonomy,
· two models for the internal leadership structure, including the strengthening of the
position of the Rector as head.
Model 1) The Rector is elected by academic staff (counting for 51–71 % of the votes),
technical and administrative staff (5–25 % of the votes) and students (15–30 % of the
votes). The Rector is the chairman of the Board.
Model 2) The Rector is appointed by the Board. The Rector is the administrative as well as the academic head of the institution.
· tuition fees. State higher education institutions do not charge tuition fees.
This forms part of the Quality Reform, the “Norwegian Bologna Process”. The Quality Reform was implemented in all higher education institutions in Norway from the autumn of 2003. At present, the Quality Reform is being evaluated by two independent research centres, which will present their final report in January 2007. Based on the recommendations of the report, the Ministry of Education and Research will introduce a white paper to the Storting later in the same year.
ПОЛЬША
1. Describe the important developments relating to the Bologna Process,
Including legislative reforms, since Bergen.
· The Act of 27 July 2005 – The Law on Higher Education (Dziennik Ustaw. No.
164, item. 1365) and relevant implementing regulations to the Act, which are a legal basis in particular for:
- the establishment of a three-cycle structure on a compulsory basis in all higher education institutions;
- the issue of the Diploma Supplement;
- the introduction of a credit transfer and accumulation system;
- the provision of joint study programmes and the award of corresponding (double or joint) diplomas;
- the provision of degree programmes in macro-fields of study and interdisciplinary programmes; and
- the establishment of associations of higher education institutions.
· The following documents are relevant to the implementation of the Bologna Process:
- Regulation of the Minister of Science and Higher Education of 3 October 2006 on the ECTS credit transfer and accumulation system;
- Regulation of the Minister of Science and Higher Education of 13 June 2006
on the names of fields of study for degree programmes provided as firstcycle
programmes, second-cycle programmes and long-cycle programmes;
- Regulation of the Minister of Science and Higher Education of 19 December
2006 laying down the requirements and procedure for the organisation of doctoral programmes by organisational units of HEIs;
· A regulation of the Minister of Science and Higher Education on degree programme requirements, which contains rules for the development of curricula in HEIs, is currently being drafted.
· Actions are taken to create internal quality assurance systems within HEIs.
· A regulation on distance education is currently being drafted.
ПОРТУГАЛИЯ
1. Describe the important developments relating to the Bologna Process, including
legislative reforms, since Bergen.
(i) Law No. 49/2005, of 30 August, introduced changes in the Comprehensive Law of the Education System (Law 48/86, of 14 October: Lei de Bases do Sistema Educativo) in order to allow for the changes in the legal framework leading to the implementation of the Bologna process.
(ii) Decree-Law No. 74/2006, of 24 March, approved the three-cycle degree system, adopting the Bologna generic descriptors for each cycle based on learning outcomes and competences, and credit ranges for the first and second cycles. It also approved rules on joint degrees, and recognition of prior learning, including non-formal and informal learning. According to the available data at the moment of the elaboration of this report, in 2007 the large majority of the study programmes will comply with the framework for qualifications approved by this decree-law.
(iii) Decree-Law No. 64/2006, of 21 March, approved a new path to higher education for students older than 23 years not holding the standard requirements to access higher education. This decree-law confers higher education institutions the capacity to organize the entrance examinations of these students as well as the capacity for creditation of the professional experience and non-formal and informal learning periods of the candidates.
In 2006, about 14 500 students were approved on these examinations and were able to apply for the enrolment at a HEI (through the standard path, the number of applicants was about 48 600).
(iv) Decree-Law No. 88/2006, of 23 May, completely reorganized the level IV professional qualification programmes named cursos de especializacao tecnologica (CETs: Technological Specialisation Programmes). These short first cycle vocational programmes are offered to students that have completed or almost completed upper secondary education or that have a level III professional qualification. These programmes, with 60 to 90 credits, have a component of practical training in close relationship with the labour market and give students full possibility to pursue their studies in HEIs with creditation of this learning period. Higher Education Institutions can offer CETs, alone or in partnership, being expected that mainly the polytechnics will offer these courses.
In 2007, about 120 new CETs will offer nearly 3000 places.
(v) The Portuguese Government invited the European Association for Quality Assurance in Higher Education (ENQA) to appoint a panel of international experts:
(a) To review the existing Portuguese quality assurance practices;
(b) To provide recommendations to the Portuguese government on the organisation,
processes and methods of establishment of a national accreditation system that
would meet the European Standards and Guidelines for Quality Assurance in the
European Higher Education Area.
The report was presented in December 2006.
Portugal 3
The creation of the Portuguese accreditation and evaluation agency, in line with the Standards and Guidelines for QA in the EHEA, will take place in 2007 first semester.
(vi) The Portuguese Government invited the Organisation for Economic Co-operation and Development (OECD) to undertake a review of tertiary education, to evaluate the
performance of the sector and to recommend how it can better meet Portugal’s strategic objectives for the sector.
The review was organised within the framework of the OECD’s education policy reviews.
Following preparation of a Background Report by the Portuguese authorities, a team of OECD examiners visited Portugal and prepared a report approved, with some minor changes, by the OECD Education Committee, the 13 December 2006.
This report will be used as a guidance instrument for the reorganisation and rationalisation of the sector. This work will be conducted during 2007.
(vii) It was launched an international independent and voluntary review of some Portuguese HEIs (universities and polytechnics, public and private) under the coordination of European University Association (EUA).
ФРАНЦИЯ
Since Bergen, the implementation of Bologna reforms in France was deepened and led to 4 main developments :
_ evolution of the legislation about the award of degrees within international
partnerships (joint degrees in particular) with the decree n° 2005-450 dated May 11th 2005 ;
_ generalization of the ‘LMD’ reform, as we call it in France, (LMD standing for
Licence, Master, Doctorat) to all universities and other higher education institutions
(HEIs) which sign 4-year contracts with the ministry of National education, Higher
education and Research (MENESR) ; its extension to higher education and
programmes depending on other ministries such as architecture (i.e. the decree n°
2005-734 dated June 30th 2005 and two other decrees dated July 20th 2005) ; and
eventually the integration of a short cycle qualification, the University degree of
technology (DUT < diplôme universitaire de technologie) into the European higher
education area (EHEA), in line with the overarching qualifications framework
adopted in Bergen (i.e. the decree dated August 3rd 2005 about the DUT and the
EHEA ) ;
_ the new organization (after the decree dated April 25th 2002) of doctoral schools and doctoral programmes with the decree dated August 7th 2006 ;
_ the completely revised French system for the evaluation of the quality of research
and higher education, with the new evaluation Agency for research and higher
education, namely the ‘Agence d’évaluation de la recherche et de l’enseignement
supérieur’ (AERES), created by the Research planning law.
ФРГ
Key Developments since Bergen 2005
Two-Cycle Degree Structure
Germany's Länder (states) aim to switch to the two-cycle system by 2010. Bachelors and Masters courses currently constitute some 45 per cent of available degree programmes.
The “Qualifications Framework for German Higher Education Degrees” was adopted on 21 April 2005 with the participation of the national players in the Bologna Process.
Quality Assurance
Accreditation as a key element of quality assurance was given a new legal foundation.
Based on work by the German Rectors’ Conference (Hochschulrektorenkonferenz, HRK) and the German Science Council on Quality Assurance (Wissenschaftsrat zur Qualitätssicherung), with its reports “Quality Assurance in Education” (22 September 2005) and “Quality Assurance in Higher Education Research” (03 March 2006), the Conference of Ministers of Education and Cultural Affairs (Kultusministerkonferenz, KMK) presented a comprehensive concept of quality assurance as well as recommendations for the further development of the quality assurances system.
With the Report on the National Implementation of European Standards and Guidelines in the German Higher Education System, recommendations were made as to the implementation of the document adopted in Bergen.
Recognition of Academic Achievements and Qualifications
The Convention on the Recognition of Qualifications concerning Higher Education in the European Region (Lisbon Convention) which entered into force on 01 February 1999, presumably will be enacted as national law on 01 April 2007.
The National Plan for Recognition of Foreign Qualifications is attached.
ЧЕХИЯ